aspiring principals & school leaders

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Slides used by James Nottingham on 25th July 2011 with Aspiring Principals and School Leaders in Frankston, VIC

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  • 1. AP Program: Leading Learning, 25th July
    www.jamesnottingham.co.uk

2. Too much innovation
One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations
Fullan & Stiegelbauer, 1991
3. Almost Everything Works
95% of all things we do have a positive achievement on education
When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works
4. Effects on Achievement (Hattie, 2009)
5. Not everything counts
Not everything that counts can be counted, and not everything that can be counted counts
Sign hanging in
Einstein's office at Princeton
6. Levels of Perspective (Daniel Kim)
Vision
L
E
V
E
R
A
G
E
Mental Models
Systems & Structures
Patterns of Behaviour
Events
7. 8. Levels of Perspective (Daniel Kim)
Vision
L
E
V
E
R
A
G
E
Mental Models
Systems & Structures
Patterns of Behaviour
Events
9. 10. 11. Primary School Vision
At this school we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom. Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team.
We are open to the views and opinions of every member of our school community. We invite and value their ideas. We take time to listen and communicate with each other in a respectful and open manner. This creates a rich culture of quick, effective feedback. In this way everybody feels valued and we pull together to support each other. We recognise and praise each others achievements in an informal way.
The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential. Every member of our learning community sets achievable goals and receives regular and positive feedback. We have high expectations for behaviour and have a behaviour management system that creates a calm environment where issues are dealt with fairly and consistently.
12. Teaching and Learning Vision
At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.

We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.

At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.
13. Your vision is the star by which you navigate
14. Where do you want to go?
Which road do I take?
"Where do you want to go?
"I don't know," Alice answered.
"Then, said the cat, it doesn't matter. If you don't know where you are going, any road will get you there.
15. Curriculum national or local?
The best schools design learning for their pupils and then cross check against the national expectations to see they have done right by the pupils in terms of the agreedentitlement for all the nations children. The attainment targets give a touchstone for the expected standards and thats it.
It doesnt really matter what comes from government; how it is packaged, what it contains. In the end, the curriculum is the one that children in schools meet day in, day out.
Mick Waters, Curriculum Foundation
16. The difference between leadership & management
Vision
Leadership
Mental Models
Systems & Structures
Patterns of Behaviour
Management
Events
17. MM: Im here to help you to learn how to learn
S
Skills

  • Intellectual

18. Social 19. Communicative 20. PhysicalAttitudes

  • Curiosity

21. Desire to succeed 22. Open-mindedness 23. Resilience 24. Self-RegulationK
A
Knowledge

  • Facts

25. Figures 26. Concepts 27. Ideas

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